The measurement of transfer of training.

Gagné, Robert M.; Foster, Harriet; Crowley, Miriam E.

doi:10.1037/h0061154

Cited by 64 publications

(32 citation statements)

References 112 publications

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“…The definition and measurement of transfer are heavily debated in the learning science literature [Bransford and Schwartz 2001;Singley and Anderson 1989;Schwartz and Bransford 1998]. Researchers have developed a taxonomy to classify different types of transfers [Gagne et al 1948;Barnett and Ceci 2002]. Two types of transfers that are frequently discussed are immediate (near) transfer and delayed (far) transfer [Fong and Nisbett 1991;Merrienboer et al 1997].…”

Section: Measuring Learningmentioning

confidence: 99%

Teaching Johnny not to fall for phish

Kumaraguru

Sheng

Acquisti

et al. 2010

ACM Trans. Internet Technol.

282

226

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Phishing attacks, in which criminals lure Internet users to websites that spoof legitimate websites, are occurring with increasing frequency and are causing considerable harm to victims. While a great deal of effort has been devoted to solving the phishing problem by prevention and detection of phishing emails and phishing websites, little research has been done in the area of training users to recognize those attacks. Our research focuses on educating users about phishing and helping them make better trust decisions. We identified a number of challenges for end-user security education in general and anti-phishing education in particular: users are not motivated to learn about security; for most users, security is a secondary task; it is difficult to teach people to identify security threats without also increasing their tendency to misjudge non-threats as threats. Keeping these challenges in mind, we developed an email-based anti-phishing education system called "PhishGuru" and an online game called "Anti-Phishing Phil" that teaches users how to use cues in URLs to avoid falling for phishing attacks. We applied learning science instructional principles in the design of PhishGuru and Anti-Phishing Phil. In this paper we present the results of PhishGuru and Anti-Phishing Phil user studies that demonstrate the effectiveness of these tools. Our results suggest that, while automated detection systems should be used as the first line of defense against phishing attacks, user education offers a complementary approach to help people better recognize fraudulent emails and websites.

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Section: Measuring Learningmentioning

confidence: 99%

Teaching Johnny not to fall for phish

Kumaraguru

Sheng

Acquisti

et al. 2010

ACM Trans. Internet Technol.

282

226

View full text Add to dashboard Cite

show abstract

“…The various ratios for estimating percent of transfer (Gagne, Foster, & Crowley, 1948;Murdock, 1957;Ellis, 1965) and transfer efficiency (Povenmire & Roscoe, 1971;Roscoe, 1971Roscoe, , 1972 all incorporate a rate concept.…”

Section: 3mentioning

confidence: 99%

Processes of skill performance: A foundation for the design and use of training equipment.

Spears¹

1983

PsycEXTRA Dataset

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“…Various formulas for measuring relative amounts of transfer (Gagne, Foster, & Crowley, 1948) have been modified to reflect costs in terms of numbers of trials, amounts of training, or dollars. Lawrence, for example, described several transfer efficiency measures in 1954.…”

Section: Achievement Of Greater Transfer By Means Other Than Motion Cmentioning

confidence: 99%

Simulator Motion

Boldovici¹

1992

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IO MB Noa 0704-0788 ouclitc reoorting burOen for this collection of 'orrmatron is sstiina!ec to average I hou' oer ;esOnn. including the time for reviewing ins$ru•t•crs searzno e %I n. ZjA* 7 %t-t gathering and maintaining the data needed. ..'d corriweting ine e.e-erqg tre collietion of information. Send comments reoaroing trnu orde-1 esMate cr 3.. :!.e' asoel Z" cellect~on .f ,nto'matiOn, ncluaing suggestons for reaucinc :".s ouroeC t. NVashngton Heaaouarte,$ Services. Directorate for information Ooeratic¢s anc Recc-. Approved for public release; distribution is unlimited. ABSTRACT (Maximum 200 words)This review analyzes the arguments for and against using various methods of force motion cuing in land-vehicle and aircraft simulators.Research literature was reviewed and opinions were solicited from 31 authorities, 24 of whom replied.Analysis of the literature and of the reasons given by the authorities for and against the use of force motion cuing indicated the following:(1) No transfer of training data support using motion-based rather than fixed-base simulators; (2) the absence of supporting data may be due to the unknown characteristics of motion used in transfer research, safety considerations that preclude conducting definitive transfer of training experiments, and deficiencies in experiments that lead to inadequate statistical power; and (3) objective examination of the effects of force motion cuing on transfer to land vehicles and aircraft requires developing and using reliable and safe tests for assessing the performance of tasks that cannot safely be performed in parent vehicles.In the absence of transfer data demonstrating the superiority of fixed-based or motion-based simulators, analyses to identify discriminative stimuli are recommended.The report presents algorithms for deciding for which tasks the Army Project Number Training Simulation 20263007A795Approved for public release: disributi is unlmited. In FOREWORDThe U.S. Amy Project Manager for Training Devices (PM TRADE) and PM TRADE engineers requested the assistance of the U.S. Amy Research Institute for the Behavioral and Social Sciences (ARI) in determining motion requirements for land-vehicle and aircraft simulators. In response to those requests, ARI's John A. Boldovici reviewed research articles and analyzed the arguments for and against force motion cuing given in interviews and correspondence with 24 simulator-motion authorities. The analyses led Dr. Boldovici to conclude that research results are insufficient to support decisions about whether to use force motion cuing in land-vehicle and aircraft simulators, and that additional research on transfer from simulators to parent vehicles cannot resolve the issue. The reasons involve the negligible practical value of research results that show no differences in transfer based on using and not using motion in training and the infeasibility of reproducing dangerous tasks in parent vehicles for purposes of conducting transfer research. In lieu of relying on the results of necessarily inconclusiv...

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The measurement of transfer of training.

Cited by 64 publications

References 112 publications

Teaching Johnny not to fall for phish

Teaching Johnny not to fall for phish

Processes of skill performance: A foundation for the design and use of training equipment.

Simulator Motion

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